Learning Environment

Topics: Childhood, The Child, The Play Pages: 5 (1574 words) Published: January 7, 2014
Research Essay(Outcomes 7 and 10)
Discuss how as physical room arrangement can provide support for children to experience the 5 principles of a supportive climate, including trust and cooperation, autonomy and independence, initiative, empathy and self-confidence, skill and concepts. _______________________________________________________________ The use and organisation of the space in the classroom, daily schedule and routines and the social emotional atmosphere together makes the learning environment of the classroom. The children's play items are the "raw materials" of learning. The space and materials in a HighScope setting are carefully chosen and arranged to appeal to children and promote the curriculum's content goals. The child should feel safe and comfortable and feel belonged. 1. “This is a good place to be.” – Clean and maintained furniture, walls decorated with mostly the work of children. Some places of the wall left blank so as not to be overwhelming. 2. “You belong here.” -

• Each child has a cubby or basket—marked with his name or picture—for keeping personal items. • Furniture is child-size and in good condition.
• Materials, equipment, and furniture are adapted so children with disabilities can be involved in all areas of the classroom.
• Materials reflect the children’s home life and culture. • Pictures of the children with their families are displayed. 3. “This is a place you can trust.”
• Equipment and materials are arranged consistently so children know where to find the things they need. • Shelves are neat and uncluttered, and materials are labeled so children can make choices easily. • A well-defined, illustrated schedule is prominently displayed so children learn the order of events that occur each day and know what to expect.

• Routines such as transitions, eating, napping, and toileting are consistent. 4. “There are places where you can be by yourself when you want to.” • Small, quiet areas of the room accommodate one or two children. • A large pillow or stuffed chair in a quiet corner with minimal displays invites children to enjoy being quiet and alone.

• Headphones for a CD player, tape recorders, and/or computers allow for individual listening. 5. “You can do many things on your own here.”
• Materials are stored on low shelves so children can reach them without help. • Materials are organized logically (drawing paper is near the markers and crayons, pegs are near the pegboards) and located in areas where they are to be used.

• Shelves are labeled with pictures and words that show children where toys and materials belong. • Labels and printed material are in the home language of the children, if possible, as well as in English. • An illustrated job chart (for older preschoolers) shows that everyone in the classroom has a job every day. • Photographs of children doing interesting things in the classroom are on display. 6. “This is a safe place to explore and try out your ideas.” • Protected and defined quiet areas encourage small-group activities (e.g., a table with three to four chairs enclosed by low shelves containing toys and games).

• Smocks are available for art activities and water play so children can express themselves without fear of getting dirty.
• Protected floor space for building with blocks and home area is clearly defined and out of the way of traffic, to provide the children space and to develop representational thought and symbolic play. • The outdoor area is fenced in and protected.

• Materials are displayed attractively, inviting children to use them. • Toys that have not been used for a long time are rotated frequently and new things added to keep children’s interest. Children who may find changes unsettling are prepared ahead of time.

However, there is another important aspect to the all-round development of the children, stemming out for the Adult-Child interactions. Sharing Control: Adults and Children as Partners
In the HighScope Curriculum,...
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